This lesson was created with the three Principles of Universal Design for Learning in mind. The lesson has been customized to include numerous components of each principle. The activities within the lesson for each principle are as follows:
1. Multiple means of representation: Hands on manipulatives, video using real life situations and examples, interactive website.
2. Multiple means of expression: interactive online game, traditional answer sheet, visual display created with manipulatives.
3. Multiple means of engagement: Frayer model, class discussions, online video, interactive website.
Lesson 2
Teacher: M. Mason
Grade Level: 2nd Grade
Date:
Content Area: Math - Geometry
Duration:
School:
Curriculum Guide: Quarter & Page
Enduring Understanding: Geometric shapes can be classified by attributes.
Essential Question(s): 1. What are the attributes of a Shape?
2. What makes a shape symmetric?
Performance Indicator: 1. Describe and classify plane and solid geometric shapes (circle, triangle, square,
rectangle, sphere, pyramid, and rectangular prism) according to such attributes as the number and shape of faces,
edges, vertices, and line of symmetry.
2. Identify and model symmetry with concrete materials and drawings.
3. Identify the line of symmetry in figures and objects with symmetry.
IEP Objectives (if applicable): Not applicable at this time but the lesson would be adjusted to include students' IEP goals.
Assessment/Evaluation: Students will demonstrate their knowledge of lines of symmetry by identifying these lines on several shapes.
Students will be assessed by teacher observation throughout the lesson.
Students will complete a worksheet identifying the number of lines of symmetry for a variety of shapes.
Students will use cut-outs to show the lines of symmetry for each of the shapes. Students will group the shapes by number of lines of symmetry.Rationale: Several types of assessment allow students to demonstrate their mastery of symmetry using their individual learning preferences and skills.
This lesson will take 2 days to complete. The teacher will stop on the first day at a point suitable for the class. On the second day, the teacher will start by reviewing what was done on the first day.
Activator/Pre-assessment: (10 minutes)Enthusiastically tell the students that after a discussion on symmetry, we will go on the computers to visit a website about symmetry and plan an online games. Begin a group discussion about the attributes of shapes (number of sides, vertices, etc.). The teacher will then introduce the word "symmetry" using the Frayer Model. The teacher will be looking for what students already know about symmetry while having the students come up with a definition of symmetry and characteristics of symmetry. Rationale: Introduced the concept of symmetry and gauges students' prior knowledge. This is tailored toward visual and auditory learners.
The teacher will select a shape and ask several students to volunteer how many lines of symmetry the shape has
The teacher will then click an the appropriate button to find out if they are correct.
Any discussion about correct versus incorrect answers will take place at this time.2. The teacher and students will return to the Frayer Model to create examples and non-examples of symmetry.
Teacher will introduce the large cut-out shapes.
The teacher will demonstrate how to fold the shapes to determine whether or not the shape has symmetry.
Students will have the opportunity to fold the shapes and find symmetry.
The students will attach the shapes to the Frayer model as either examples or non-examples of symmetry.Rationale: Gives the teacher an opportunity demonstrate symmetry to students. As students become more comfortable with symmetry, they can participate more in the lesson. Allows students to be come comfortable with the material at their own pace. The first part of the Focus lesson is tailored more to visual and auditory students. The second part of the Focus lesson is geared to those kinesthetic learners in the class.
Students will record the shape they are being asked about by the program. They will also record their answer and whether or not their answer is correct.
Students will be instructed that this page will not be graded and is being used as a tool for them to check their own progress.
The teacher will be circulating the room to see how students are doing and give any additional instruction that students may need on an individual basis
When the students have completed the online practice, they will use their guided practice sheets to discuss in a group with the teacher their answers and the shapes they found particularly hard or easy and why.
The students will tape their guided practice sheets into their math journals for future reference.Rationale: The students will use technology to explore lines of symmetry in a variety of shapes. By having students record their answers and then use the website to check their answers, they will be able to track their own abilities, ask for help if needed, and build confidence in their ability to identify symmetry. This also allows the teacher to see whether or not students are improving and intervene if necessary. This part of the lesson engages the visual learning preference.
Independent Practice: (40 minutes)
Students will each be given an instruction sheet as well as the materials for their independent practice (Answer Sheet, pre-cut shapes, large piece of construction paper, and a dark crayon).
After reading the directions, students will determine the lines of symmetry for each shape. Students may fold or manipulate the shapes in any manner to determine symmetry. Students will uses the dark crayon to draw the line(s) of symmetry for each shape.
Students will then record the lines of symmetry for each shape on their Answer Sheet.
Once the students have completed their Answer Sheet, they will group shapes together by number of lines of symmetry and display them on the construction paper.Rationale: The independent practice section of this lesson allows students to demonstrate their knowledge of symmetry in a variety of ways. This gives students multiple opportunities to demonstrate their mastery of symmetry. The Independent Practice will engage visual kinesthetic learners.
Differentiation:
This lesson may be differentiated in several ways. First, it uses several styles of learning including visual (online shape activities) auditory (online video about real life examples of symmetry and class discussions) and kinesthetic (hands on activity using paper shapes as manipulatives). To create further differentiation as needed, student may work in groups based on mixed ability levels (pairing stronger math students with weaker ones). For individual students who may need more time or work at a slower pace, fewer problems can be assigned to them. For students who work at a faster pace, they can complete a symmetry challenge. Symmetry Challenge
Students will create a quilt design using symmetry. Directions and examples can be found at http://www.adrianbruce.com/Symmetry/quilt/quilt.html.
Closure: (20 Minutes)
Students will watch a video about examples of symmetry in real life at (http://www.linkslearning.org/Kids/1_Math/2_Illustrated_Lessons/4_Line_Symmetry/index.html) Rationale: This video allows students to make a connection between what they have learned in class about symmetry and the real world. This will help them to make a deeper connection with the material presented in class. The video will engage auditory and visual learners.
Reflection or changes in teaching that could improve results: Analyze the results of the assessment
Document the learning that occurred at individual and group levels
Explain results for students who learned more or less than expected
Document results from each subgroupThis section of the lesson plan will be completed after the lesson has been taught. It gives the teacher the opportunity to evaluate how the lesson went, any follow-up that might be necessary, and how the lesson could be changed the next time.
1. Multiple means of representation: Hands on manipulatives, video using real life situations and examples, interactive website.
2. Multiple means of expression: interactive online game, traditional answer sheet, visual display created with manipulatives.
3. Multiple means of engagement: Frayer model, class discussions, online video, interactive website.
Lesson 2
2. What makes a shape symmetric?
rectangle, sphere, pyramid, and rectangular prism) according to such attributes as the number and shape of faces,
edges, vertices, and line of symmetry.
2. Identify and model symmetry with concrete materials and drawings.
3. Identify the line of symmetry in figures and objects with symmetry.
Students will demonstrate their knowledge of lines of symmetry by identifying these lines on several shapes.
1. Student Computers
2. Set of Pre-cut shapes for each child
3. Symmetry Answer Sheet 4. Pencil and Dark Crayon
5. Large piece of construction paper
6. The Frayer Model
7. Symmetry Guided Practice sheet
8. Independent Practice Instruction Sheet
9. Glue
10. Teacher computer hooked up to LCD projector
11. Symmetry Challenge
12. Large teacher set of cut-out shapes on construction paper (a couple of shapes with symmetry and a couple without).
- Shape facts (http://www.innovationslearning.co.uk/subjects/maths/information/shape_facts/shape_facts.htm)
- Symmetry Game (http://www.innovationslearning.co.uk/subjects/maths/activities/year3/symmetry/shape_game.asp)
- Examples of Symmetry (http://www.linkslearning.org/Kids/1_Math/2_Illustrated_Lessons/4_Line_Symmetry/index.html)
This lesson will take 2 days to complete. The teacher will stop on the first day at a point suitable for the class. On the second day, the teacher will start by reviewing what was done on the first day.
Activator/Pre-assessment: (10 minutes)Enthusiastically tell the students that after a discussion on symmetry, we will go on the computers to visit a website about symmetry and plan an online games. Begin a group discussion about the attributes of shapes (number of sides, vertices, etc.). The teacher will then introduce the word "symmetry" using the Frayer Model. The teacher will be looking for what students already know about symmetry while having the students come up with a definition of symmetry and characteristics of symmetry.Rationale: Introduced the concept of symmetry and gauges students' prior knowledge. This is tailored toward visual and auditory learners.
1. Students and Teacher will work together using the LCD projector learn about symmetry of shapes using "Shape Facts" at
(http://www.innovationslearning.co.uk/subjects/maths/information/shape_facts/shape_facts.htm)
Students will return to their computers with the Symmetry Guided Practice sheet and work on the Symmetry Game at
(http://www.innovationslearning.co.uk/subjects/maths/activities/year3/symmetry/shape_game.asp)
Students will each be given an instruction sheet as well as the materials for their independent practice (Answer Sheet, pre-cut shapes, large piece of construction paper, and a dark crayon).
This lesson may be differentiated in several ways. First, it uses several styles of learning including visual (online shape activities) auditory (online video about real life examples of symmetry and class discussions) and kinesthetic (hands on activity using paper shapes as manipulatives). To create further differentiation as needed, student may work in groups based on mixed ability levels (pairing stronger math students with weaker ones). For individual students who may need more time or work at a slower pace, fewer problems can be assigned to them. For students who work at a faster pace, they can complete a symmetry challenge.
Symmetry Challenge
Students will create a quilt design using symmetry. Directions and examples can be found at http://www.adrianbruce.com/Symmetry/quilt/quilt.html.
Students will watch a video about examples of symmetry in real life at (http://www.linkslearning.org/Kids/1_Math/2_Illustrated_Lessons/4_Line_Symmetry/index.html)
Rationale: This video allows students to make a connection between what they have learned in class about symmetry and the real world. This will help them to make a deeper connection with the material presented in class. The video will engage auditory and visual learners.
Analyze the results of the assessment